SBM-NMIMS: COURSE TEACHING PLAN

Assurance of Learning (AOL) Specific

Course Code
Course Title Managing Self and Teams
Dr. Veena Vohra : veena.vohra@sbm.nmims.edu
Dr. Geeta D’Souza : geeta.dsouza@sbm.nmims.edu
Course Prof. Bijayinee Patnaik : bijayinee.patnaik@sbm.nmims.edu
Instructor/s Dr. Amita Shivhare : amita.shivhare@sbm.nmims.edu
Dr. Sateesh Shet : sateesh.shet@sbm.nmims.edu

Credit Value 3
Programme FTMBA, Trimester 1, 2020-21
& Trimester
Pre-requisite
CLO 1: To analyse how personality, values, emotions and motivations influence
behavior in physical and virtual working environments. (PLO2b)
CLO 2: To analyse how individuals learn and how their attitudes impact the
Learning managerial decision making process. (PLO2b)
Objectives CLO 3: To analyse group dynamics and interpersonal relationships in various
business situations. (PLO4c)
CLO 4: To apply effective team building techniques and frameworks to managerial
contexts. (PLO2b)

After completion of the course, students will be able to:

 Demonstrate their understanding, analysis and application of concepts related
to individual behavior, interpersonal relationships and team dynamics.
Learning
Outcomes
 Use course concepts and frameworks to manage individual and group
behavior and enhance decision-making in physical and virtual working
environments.
 Develop effective interpersonal skills.
The focus of this course is to improve students’ understanding, analysis and
management of human behavior and decision-making in physical and virtual working
Course
environments. Students will learn frameworks and models which can be used to
Description
analyse behavior in different business contexts and also develop strategies for
managing their own and others’ behaviors to meet personal, work-team and
organizational goals.
Evaluation
Pattern Specific Assessment % AOL Intended CLOs to be
Methods Weightage Instrument assessed
s
CLO CLO CLO CLO
1 2 3 4
Ideal Self Individual
25 Rubric 25 - - -
Assignment
Case Analysis Individual
25 Rubric - - 25 -
Assignment
Work From Home and
Virtual Team Group 25 Rubric - - - 25
Project
Decision Making Group
25 Rubric - 25 - -
Project

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 *A table providing due dates of all projects is attached at the end of this document.

Note: All readings, videos, inventories and self-reflection activities mentioned in the
session plan below are asynchronous activities. Students must complete them before the
scheduled session and bring the output to class for discussion. Asynchronous work will
also include group discussions to prepare for case analysis and role plays. Every group
is expected to put in at least 2 hours of preparation before every class.

Class discussions, lectures, presentations and role-plays are synchronous activities and
will take place during class.

Sn. Topics Chapters/Articles/Cases/ Pedagogy Details

Other Material and
Activities
Organizational Behaviour Video Discussion: The 2 Introduction and
Most Important Skills For
 What is Organizational expectation-setting
the Rest Of Your Life,
Behaviour? Yuval Noah Harari on
with emphasis on
 The OB Model and its relevance Impact Theory the importance of
and challenges in the VUCA https://www.youtube.com/ class participation
world watch?v=x6tMLAjPVyo and its associated
benefits for students
Learning Objective: To identify and Case Discussion: The in terms of learning
analyse individual, group, and Team that Wasn’t and skill-building.
organizational factors that influence
behaviour in the context of a Pre-Read: Chapter 1 Video-based and
1 VUCA workplace. (pgs. 9-10, 28-36) case-based
discussion on
concepts of
organizational
behaviour, how
they relate to the
VUCA business
world, what VUCA
terms mean and
how an
understanding of
VUCA impacts
decision-making.
Understanding Personality Inventory Discussion: Discussion on
 What is personality? Big five Personality Student Big 5
 The Big Five Personality Model Inventory using web Inventory scores
 How do the Big Five Traits link - and case discussion
Predict Behaviour at Work? http://www.personal.psu.ed to analyse
u/j5j/IPIP/ipipneo120.htm personality and its
 Implications for Managers
2 impact on
Case Discussion and behaviour in the
Learning Objective: To analyse Role Play: The Jenner
how personality impacts workplace workplace.
Situation
outcomes.
Pre-Read: Chapter 5
(pgs. 157-161, 163-166)

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Sn. Topics Chapters/Articles/Cases/ Pedagogy Details
Other Material and
Activities
Personality and Situations Activity Discussion: Activity-based
 Other Personality Traits River of Life discussion to
o Locus of Control analyse how
o Machiavellianism Inventory Discussion: personality impacts
and Narcissism Locus of Control and personal and
 Personality and Situations Machiavellianism professional
situations and vice
3 Pre-Read: Chapter 5 versa.
Learning Objective: To address
the challenges of working with (pgs. 166-168, 173-
individuals with driven or difficult 174) Self-assessments on
personalities and to appreciate the specific personality
importance of context in shaping traits with
personality. discussion and
feedback on their
impact.
Values and Attitudes Activity Discussion: Class activity on the
 Values, their importance and Values Exercise importance of
organization values.
 Terminal Versus Instrumental Article Discussion:
Values HBR (2011) - The Article- and video-
 Alignment of Individual and Ordinary Heroes of the based discussion
Organizational Values Taj By Rohit highlighting how
 Attitudes Deshpande and Anjali alignment of
 The Components of an Attitude Raina individual and
 Cognitive Dissonance organizational
Video Discussion: The values impact
 Job Attitudes
4 Ordinary Heroes of the behaviour and
 The Impact of Job
Taj Hotel: Rohit attitudes.
Dissatisfaction
Deshpande at
Question-Answer
Learning Objective: To explore TEDxNewEngland based discussion on
how organizational and personal https://www.youtube.com/
cognitive
value system alignment shapes watch?v=vQGz1YRqBPw
dissonance and how
attitudes and behaviour at the
Pre-Read: Chapter 3 individual-
workplace, even in crisis
(pgs. 85-91, 100-101) organizational
situations.
and Chapter 5 (pgs. alignment impacts
186-187) employee response.

Emotions and Moods Activity Discussion: Identifying emotions

 What are emotions and moods? Amygdala Hijack and discussion on
 Positive and Negative Affect how positive and
 Identifying one’s emotions Pre-Read: Chapter 4 negative emotions
5 (pgs. 117-118, 119-120) impact behavior and
Learning Objective: To develop an class activity on
understanding about the nature of amygdala linked to
emotions and their impact on our emotions.
behaviour.

6 Emotional Intelligence and Case Discussion: Case discussion

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Sn. Topics Chapters/Articles/Cases/ Pedagogy Details
Other Material and
Activities
Emotional Labour Martha Rinaldi: Should focusing on
 Emotional Labour she stay or should she application of
 Understanding and Application go? emotions, emotional
of Emotional Intelligence labor, emotional
 Emotion Regulation Pre-Read: HBR (2004) blindspots,
– Emotional emotional
Learning Objective: To apply the Intelligence: What intelligence and
framework of emotional Makes A Leader? By emotion regulation.
intelligence to a business situation Daniel Goleman
and understand the challenges of
emotional labor and importance of Pre-Read: Chapter 4
emotion regulation. (pgs. 129-130, 134-
136)

Learning Movie Discussion: Movie-based

 Operant Conditioning Discussion based on discussion on
 Social Learning Theory the movie “Coach concepts of
 Shaping Carter” (2005) learning, the
 Schedules of Reinforcement learning process
7  Behaviour Modification Pre-Read: Chapter 5 and how it is
(pgs. 176, 178-185) applicable to
Learning Objective: To explore organizations and
how managers can use managers.
reinforcements, punishments and
social learning concepts to get
desired behaviours.
Theories of Motivation Case Discussion: Case discussion on
 What is Motivation Shivani Carriers Pvt. designing
 Theories of Motivation (Two- Ltd. motivation
factor theory, Goal Setting strategies using
Theory, Expectancy Theory, Pre-Read: Chapter 7 classic motivation
8 Equity Theory/Organizational (pgs. 252, 253-255, frameworks with a
Justice) 259-262, 267-274) focus on motivation
and engagement for
Learning Objective: To design blue collar workers.
motivation strategies using various
motivation frameworks.

9 Employee Motivation: Job Article Discussion: Video-based and

Design, Social and Integrating Case discussion on
Organizational Context Motivational, Social, motivation from the
 Job Characteristics Model and Contextual Work perspective of the
 Expanded Work Design Model Design Features By Expanded Work
Humphrey, Nahrgang, Design Model.
Learning Objective: To analyse and Morgeson (2007). Discussion to
employee motivation through the include motivation
perspective of job design, social Video Discussion: The of knowledge
Puzzle Of Motivation, Dan workers, generations
context and organization context Pink
and involving new generation https://www.youtube.com/w
y and z, gig workers

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Sn. Topics
knowledge workers in the context
of a digital workplace and the
VUCA world.
Interpersonal Conversation and
Feedback
 Johari Window
 Feedback
10 Learning Objective: To have an
unbiased approach in seeking and
giving feedback for improved
interpersonal relations.
Interpersonal Relations:
Discovery and Reflection
 FiroB
11 Learning Objective: To discover
one’s own relationship orientation
towards others for enhanced
relationship management.
Group Behavior
 Social Identity Theory
 Group Properties
12
Learning Objective: To apply
concepts of social identity and
group properties in the management
of virtual teams.
Group Development
 Stages of Group Development
o Bruce Tuckman’s Five
Stage Model
o Connie Gersick’s
13 Punctuated Equilibrium
Model
Learning Objective: To appreciate
how teams develop over time and
use that knowledge for effective
team management.
14 Team Effectiveness
 Team Effectiveness Model
Chapters/Articles/Cases/ Pedagogy Details
Other Material and
Activities
atch?v=rrkrvAUbU9Y in the context of a
digital workplace
Pre-Read: Chapter 8 and the VUCA
(pgs. 291-294) world.
Inventory Discussion: Self-assessment and
Johari Window class discussion on
interpersonal
Case Discussion and conversations and
Role Play: Ramesh feedback. Role Play
Patel at Aragon on feedback to be
Entertainment Limited conducted based on
(Feedback Session 1) the case. Faculty
may even consider
asking an observer
to video record the
role-play.
Case Discussion and Self-assessment
Role Play: Ramesh with discussion and
Patel at Aragon feedback on
Entertainment Limited Interpersonal
(Feedback Session 2) relationships.
Inventory Discussion:
On FiroB
Case Discussion andCase discussion and
Role Play: Managingrole play on
Virtual Teams (A) managing
distributed teams
Pre-Read: Chapter 9 and the application
(pgs. 326-329, 330-346) of concepts related
to group behaviour
and social identity.
Case Discussion and Case discussion on
Role Play: Managing how groups develop
Virtual Teams (A) over time with
(Contd.) reference to the role
play conducted in
Pre-Read: Chapter 9 the previous class
(pgs. 329-330) and students’ own
experience.
Case Discussion: Blake Case discussion on
Sports Apparel and how team design and
Switch Activewear: team processes
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Sn. Topics Chapters/Articles/Cases/ Pedagogy Details
Other Material and
Activities
o Context Bringing the Executive impact team
o Composition Team Together effectiveness.
o Process
Pre-Read: Chapter 10
Learning Objective: To examine (pgs. 371-385)
the impact of team context,
composition of team members and
team process and use that
knowledge to create and manage
teams effectively.

Individual Decision Making Class Discussion: On Discussion on the

 The Link between Perception Decision Making importance of
and Individual Decision Making decision making as
 The Rational Model, Bounded Pre-Read: Chapter 6 a skill set and
Rationality and Intuition (pgs. 218-227) analysis of decision
 Common Biases and Errors in making approaches
Decision Making by aspiring
 Reducing Biases and Errors managers,
15  Influences on Decision Making: challenges
Individual Differences and associated with it,
Organizational Constraints cognitive biases
that might arise,
Learning Objective: To examine and impact
the process and approaches to assessment with the
decision-making, analyse biases goal of enhancing
and influences, assess impact, and decision making
improve decision making capability.
capability.
Group Decision Making Article Discussion: Article and activity-
 Group Versus the Individual Making fast strategic based discussion on
 Group Decision Making decisions in high cognitive and
Techniques velocity environments collaborative
 Groupthink By Eisenhardt (1989) processes in
 Groupshift or Group Polarisation strategic decision
16 Activity Discussion: On making, decision-
Learning Objective: To analyse Group Decision Making making techniques,
group decision making as a process, Techniques their processes,
study different techniques, and situations in which
examine issues that might help or Pre-Read: Chapter 9 they can be used,
hinder decision making in groups. (pgs. 346-351) challenges and
problems.
17 Understanding Conflict Case Discussion: The Case discussion on
 What is Conflict? Army Crew Team conflict as well as
 Types and Loci of Conflict other aspects of
 The Conflict Process Pre-Read: Chapter 14
group properties and
(pgs. 525-535)
team effectiveness.
Learning Objective: To analyse
the influence of intergroup rivalry,

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 Sn. Topics Chapters/Articles/Cases/ Pedagogy Details
Other Material and
Activities
conflict, team identity, and team
trust on team effectiveness.
Management of Conflict Inventory Discussion: Self-assessment,
 Conflict-handling Thomas-Kilmann discussion and
Intentions/Styles Inventory feedback on conflict
handling styles with
18 Learning Objective: To assess Pre-Read: Chapter 14
(pgs. 531-532) discussion of impact
one’s conflict-handling style and
understand the impact of its in different contexts,
application in different contexts. including students’
own group contexts.

Application of Self and Team Project-based Integration of course

Management Concepts presentations by learnings and
 Individual, Group and Student Groups application of course
19
Organizational Challenges and frameworks.
their Resolution in Work From
Home and Virtual Team Context

Application of Self and Team Project-based Integration of course

Management Concepts (Contd.) presentations by learnings and
 Individual, Group and Student Groups application of course
20
Organizational Challenges and frameworks.
their Resolution in Work From
Home and Virtual Team Context

Faculty Expectations of Students

Faculty expect the following from Students:

- Students must come to class prepared with all assigned pre-class work: readings,
videos, inventories, self-reflection activities.
- Students must actively participate in class discussions throughout the trimester. While
there is no separate assessment of class participation in this course, faculty
observations of student participation will be reflected in students’ individual and
group assignment marks.
- Students must not indulge in any form of cheating or plagiarism. Anyone caught
cheating or plagiarizing will be graded zero and will be referred to the Disciplinary
Committee.

Reading List Prescribed Text book:

and Students are required to go through the prescribed chapters from the text
References book “Organizational Behavior” by Stephen P. Robbins, Timothy A.
Judge and Neharika Vohra (18th ed.) Pearson (2019).

References:
Brown, M. I., Prewett, M. S., & Grossenbacher, M. A. (2020). Distancing
Ourselves from Geographic Dispersion: An Examination of

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 Perceived Virtuality in Teams, Group Dynamics: Theory, Research
and Practice, 1-18, http://dx.doi.org/10.1037/gdn0000120
Gersick, C. J. (1988). Time and Transition in Work Teams: Toward a
New Model of Group Development, Academy of Management
Journal, 31, 1-41.
Luthans, F., Luthans, B. C., & Luthans, K. W. (2015). Organizational
Behaviour: An Evidence-Based Approach, 13th Edition. Information
Age Publishing, Inc.
Neck, C. P., Houghton, J. D., & Murray, E. L. (2016). Organizational
Behaviour: A Critical-thinking Approach. Sage Publications, Inc.
Nelson, D. L., Quick, J. C., & Khandelwal, P. (2014). Organizational
Behavior: A South-Asian Perspective, 2nd Edition. Cengage
Learning.
Nohria, N., Groysberg, B., & Lee, L. (2008). Employee Motivation: A
Powerful New Model, Harvard Business Review, 1-8.
Rich, B. L., Lepine, J. A., & Crawford, E. R. (2010). Job Engagement:
Antecedents and Effects on Job Performance, Academy of
Management Journal, 53, 617-635.
Wilson, J. M., Straus, S. G., & McEvily, B. (2006). All in due time: The
development of trust in computer-mediated and face-to-face teams.
Organizational Behavior and Human Decision Processes, 99, 16-33.

Prepared by Faculty Team Recommended by Recommended by

Area Chairperson Program Chairperson
Dr. Veena Vohra Dr. Hema Bajaj Dr. Smita Mazumdar
Dr. Geeta D’Souza
Prof. Bijayinee Patnaik
Dr. Amita Shivhare
Dr. Sateesh Shet
Approved by Faculty Approved by Approved by Dean SBM
Chair AOL Associate Deans

Due Dates of All Project Deliverables

Sr. Deliverable Due Date

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#

1 Work From Home and Virtual Team Group Project: CR to Session 3, 4 pm

collect industry choice from student groups and email the list
to concerned faculty
2 Decision Making Group Project: Submission 1 - Sub-group Session 6, 4 pm
Report
3 Decision Making Group Project: Submission 2 - Final Group Session 8, 4 pm
Report
4 Work From Home and Virtual Team Group Project: Phase 1 Session 10, 4
Report pm

5 Case Analysis Individual Assignment Session 13, 4

pm

6 Work From Home and Virtual Team Group Project: Session 17, 4
Phase 2 Report pm

7 Work From Home and Virtual Team Group Project: Sessions 19 and
Presentation and Viva 20 in class

8 Ideal Self Individual Assignment Session 20, 4

pm

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